The TAE Training Package is currently under review. And this includes the development of one or more qualifications to replace the TAE40116 Certificate IV in Training and Assessment qualification. This is the second of two articles about what may replace the TAE40116 qualification.

The first article took a historical look at the qualification packaging rules that have been used to develop training and assessment skills. In this article, I will look into my crystal ball and see what the future qualification packaging rules may look like.

At recent presentations about the TAE Review, it has be said that the average number of units of Certificate IV qualifications is 14. And because of this a future replacement for the TAE40116 Certificate IV in Training and Assessment qualification may require a total of 14 units.

• If there is going to be 14 units, how many units will be core and how many units will be electives?
• What will the core units be? And what will be the available elective units?

How many qualifications will replace the TAE40116 qualification?

The current TAE40116 qualification covers the skills to work as a trainer and assessor in the VET sector. A qualification for this purpose will still be required. Some people are wanting a qualification for trainers and assessors who do not work in the VET sector. This raises the question, “can one qualification cater for two different contexts or are two different qualifications required?”

One qualification

There are some qualifications that are used for different purposes or contexts. For example, the CHC33015 Certificate III in Individual Support qualification. This qualification can be used for workers in the aged care sector or workers in the disability sector. Different elective units must be selected for people working in the different sectors. And depending on the ‘specialisation’, the qualification is issued as:

• CHC33015 Certificate III in Individual Support (Ageing)
• CHC33015 Certificate III in Individual Support (Disability)

Although the qualification code and title are the same, a person with the CHC33015 Certificate III in Individual Support (Disability) would not be eligible to work in the aged care sector, and visa versa.

Will one qualification replace the TAE40116 qualification? If one qualification replaces the TAE40116 qualification, will it have elective units for people who want to work in VET and different elective units for people who do not want to work in VET. The qualification issued would have the same code and title but ‘specialisation’ in brackets. For example:

• TAE40122 Certificate IV in Training and Assessment (VET)
• TAE40122 Certificate IV in Training and Assessment (Non-VET)

More than one qualification

Another approach could be to develop two qualifications. One qualification for people who want to work in VET and a different qualification for people who do not want to work in VET. For example:

• TAE40122 Certificate IV in Training and Assessment
• TAE40222 Certificate IV in Workplace Training

Confusion at the point of enrolment

It will not matter if there is one qualification with ‘specialisations’ or more than one qualification to replace the TAE40116 qualification. There would be two different qualification outcomes issued based on different units of competency being attained. Good luck to RTO staff trying to explain which qualification or elective units a person should do at the point of enrolment. I would estimate that 90% of people enrolling into the TAE40116 qualification do not really know what they will be learning (not to any great detail). They have limited or no idea about different types of RTOs. And for most, the concept of working in a highly-regulated competency-based training and assessment system is unknown.

If a person gets the qualification that allows them to work in VET, then they could get a job as a trainer outside of the VET system. But if a person gets the qualification for working as a trainer outside of the VET system they would not be employable by an RTO unless they did some more training (gap training). How will this person feel when they are told that they would have to pay more money to do more training?

Disappointment and anger

Let’s say that a person has attained a qualification designed for a non-VET trainer. And let’s say this qualified person applies for a job as a VET trainer and assessor. They would be rejected. How will they feel? They will probably feel disappointed. Some may feel angry.

I think most people given a choice would do the qualification that keeps their future employment options open. This raises the question, “why create two qualification pathways or outcomes?”

Some people would answer this question by saying that the TAE40116 qualification is not fit for purpose. It has been designed for trainers and assessors to gain the skills to work in the VET sector. That is true, and that is why the TAE40116 qualification fits the purpose that it was designed for. The TAE Training Package has skill sets and units that could be used to fit other purposes but people are fixated on getting a qualification. This qualification would be designed for non-VET trainers and I would predict the enrolment numbers would be low. How many people would want to spend their money on getting an inferior qualification or a qualification that limits their employability as a trainer?

What is the difference between working in VET and not working in VET?

Working in VET sector

The following are the essential competencies required by trainers and assessors working in the VET sector:

• Trainers need to plan, organise and deliver group based learning
• Assessors need to plan, organise and conduct assessment
• Trainers and assessors working for an RTO are asked to participate at assessment validation meetings
• Trainer and assessors working for an RTO are asked to develop simple training and assessment resources
• Trainers and assessors need to know how to address LLN skills
• Trainers and assessors need to know how training packages and accredited courses are used as the foundations for delivering competency-based training and assessment services.

Potential change to the TAE40116 qualification include:

• Removal the TAEASS502 Design and develop assessment tools unit (as long as ASQA agrees and the Standards for RTOs Schedule 1 is changed)
• Implementation of TAEDEL405 Plan, organise and facilitate e-learning and TAEASS404 Conduct e-assessment of competence units (currently these units are being developed by the Education IRC).

Not working in VET sector

The following are the essential competencies required by trainers not working in the VET sector:

• Trainers need to plan, organise and deliver group based learning
• Trainers may need to develop simple training and assessment resources.

Some people have said that trainers working outside the VET sector need the following competencies:

• Conduct a training needs analysis (TNA)
• Evaluate training programs.

The competencies to be a non-VET trainer seem to be far less that what is needed to be a VET trainer and assessor. This raises the question, “do non-VET trainers need for a full qualification?”

14 units of competency

At recent presentations about the TAE Review, it has be said that the average number of units of Certificate IV qualifications is 14. And because of this a future replacement for the TAE40116 Certificate IV in Training and Assessment qualification may require a total of 14 units.

What could the qualification packaging rules look like?

The following is my fanciful creation of two qualification packaging rules.

The following compares a qualification for VET trainers and assessors and a qualification for a non-VET trainers using the qualification packaging rules that I have created.

Future gap training

The above table shows a significant gap between the two qualification outcomes. A person with the non-VET qualification would need to do a whopping six additional units to become eligible to work in the VET sector. This may require an additional 2 to 4 months of study to complete (and additional course fees).

Future complaints

Also, the above table shows that a replacement for the TAE40116 qualification for people seeking employment in the VET sector may be similar to what we already have got.

I can already hear people complaining:

• It is too difficult for people to do the ‘Assessment (TAEASS) units’
• The inclusion of particular units, like the TAEDES505 unit, is unnecessary because most trainers and assessors don’t do this
• The inclusion of ‘AQF level 5’ units are an issue, because people find them difficult to do (or RTOs find them too difficult to implement)
• The qualification is too practical (it needs more theory, it needs to be more academic, it needs more knowledge content about things like pedagogy)
• There is duplication of content between the ‘e-units’ and the ‘non-e-units’.

I have written other articles showing how unnecessary it is for the development of two new ‘e-units’:

• Do we need a new e-learning unit of competency?
• Do we need a new e-assessment unit of competency?
• E-assessment and E-learning: the development of two TAE units that we don’t need

And it is possible that some people will still complain that the replacement qualification is not fit for purpose (although there are alterative ‘training products’ available that would be fit for purpose).

In conclusion

Is 14 the right number of units for the replacement for the TAE40116 qualification? Probably not. I addressed this in my first article. In this article, I have shown what a qualification with 14 units may look like.

The needs of non-VET trainers can be covered by existing TAE skill sets or TAE units. And the needs of part-time or volunteer trainers working in VET can also be covered by existing TAE skill sets or TAE units. Is it a waste of time to create two or more qualification outcomes? It probably will be a waste of time (and tax payers’ money).

Do teachers delivering a VET in School program need different competencies than other trainers and assessors delivering a VET program? No, these teachers need the same competencies. We just don’t need to create two or more qualifications to replace the TAE40116 qualification.

Do trainers working for a TAFE need different competencies than trainers working for a private RTO? Do trainers working for a private RTO need different competencies than trainers working for an enterprise RTO? Do trainers working for an enterprise RTO need different competencies than a trainer working for a community-based RTO? No. No. No. The Standards for RTOs do not, nor should it, identify different credentials (competencies) for trainer and assessors who work for different types of RTOs. At one point of time, I was working as a trainer and assessor for three different types of RTOs and I did not need different competencies to perform my work.

You may also like to read other related articles:

• What credentials do trainers need?
• What tasks do trainers do?
• What AQF level is appropriate for a qualification that targets a trainer working in the VET sector?

I do not believe that replacing the TAE40116 qualification will improve the quality of training and assessment services. But we are going to have a replacement next year. Let’s hope that a TAE Upgrade will not be required for the people who are currently working as trainers and assessors in the VET sector.

What do you think?

Background

Since 2016, many people have complained about the inclusion of the TAEASS502 Design and develop assessment tools as a core unit for the TAE40116 Certificate IV in Training and Assessment qualification.

It is said that trainers and assessors working in the VET sector do not design and develop assessment tools. Therefore, the inclusion of the TAEASS502 unit is unwarranted. I like having this unit included in the TAE40116 qualification because it helps people to learn how assessment tools are (or should be) structured. Also, they learn (or should learn) the importance of good quality assessment tools in our VET system. Anyway, it does not matter what I think. There will be many people pushing to have the TAEASS502 unit removed from the qualification that will replace the TAE40116 qualification.

Also, it is said that many TAE40116 students find the TAEASS502 unit difficult. Removing something because it is difficult to learn is not a good reason for it to be removed. I assume that people who want the TAEASS502 unit removed do not know what is covered by the TAEASS401 Plan assessment activities and processes unit. If a person is struggling with the TAEASS502 unit then they would also be struggling with the TAEASS401 unit.

Comparison

The following tables compare the performance criteria for the TAEASS401 and TAEASS502 units.

Plan the assessment approach

Develop assessment instruments and instructions / Design and develop assessment tool

Review and trial assessment document / Review and trial assessment tool

Finalise assessment documents/ Finalise assessment tool

Knowledge evidence

The following compares the knowledge evidence for the TAEASS401 and TAEASS502 units.

A review of the above comparisons clearly shows very little difference between the TAEASS401 and TAEASS502 units. And some parts of the TAEASS401 unit are more challenging than the TAEASS502 unit. For example, the requirement to determine opportunities for integrated assessment.

In conclusion

Currently when I deliver the TAE40116 qualification, I integrate the TAEASS401 and TAEASS502 units. This results in a seamless 4-part process that is illustrated by the following diagram.

What happens if the TAEASS502 unit is removed but the TAEASS401 unit is kept? The following diagram shows that very little changes.

If a person is struggling to learn the TAEASS502 unit then they would also be struggling to learn the TAEASS401 unit.

My research indicates that trainers and assessors are required to have the capability to develop assessment instruments and write assessment instructions. The solution to people struggling to learn should not be to remove units. The solution should be about improving how RTOs deliver these units and find ways to help their students learn.

The TAE Training Package is being reviewed. And a replacement for the TAE40116 qualification is being designed.

• Should the TAEASS502 unit be removed or should it remain?
• Should the TAEASS401 unit be removed or should it remain?

What do you think?

The TAE Training Package is currently under review. And this includes the development of one or more qualifications to replace the TAE40116 Certificate IV in Training and Assessment qualification. I am publishing two article to explore what may replace the TAE40116 qualification.

This first article takes a historical look at the qualification packaging rules that have been used to develop training and assessment skills. A second article will look at what the future qualification packaging rules may look like.

Qualification packaging rules

The packaging rules for a qualification specify the total number of number required. It states the number of core units and the number of elective units. And it lists the core units and identifies what units can be selected as electives.

Some qualifications have a small number of core units and many elective units. And there are a small number of qualifications that have all core units and no elective units. Qualifications that are used for occupations or work functions in a highly regulated industry sector will usually have no or very few elective units.

How many units should a qualification have?

The TAE40116 qualification is used as the credential specified by VET regulation to work as a trainer and assessor. The qualification packaging rules requires a total of 10 units, consisting of 9 core units and 1 elective unit.

At recent presentations about the TAE Review, it has be said that the average number of units of Certificate IV qualifications is 14. And because of this a future replacement for the TAE40116 Certificate IV in Training and Assessment qualification may require a total of 14 units.

Using the average number of units for qualifications at an AQF level is not a methodological way of deciding how many units a qualification should have. We may as well pull a number out of a bowl or use an app to randomly generate a number between 8 and 18.

Qualifications should be built to meet the requirements for performing an occupation or work function. If a proper occupational or functional analysis is conducted, the tasks performed will be identified and units of competency can be constructed. Starting with a number, like 14, and then figuring out what will be the units of competency seems to be an inappropriate way to develop a qualification.

How have the qualification packaging rules changed over time?

BSZ40198

The first training package qualification for trainers and assessors was the BSZ40198 Certificate IV in Assessment and Workplace Training (released in 1998). The BSZ40198 qualification had 8 units of competency.

• BSZ401A Plan assessment
• BSZ402A Conduct assessment
• BSZ403A Review assessment
• BSZ404A Train small groups
• BSZ405A Plan and promote a training program
• BSZ406A Plan a series of training sessions
• BSZ407A Deliver training sessions
• BSZ408A Review training

All 8 units were required. No electives.

TAA40104

The BSZ40198 qualification was replaced by the TAA40104 Certificate IV in Training and Assessment (released in 2004). The TAA40104 qualification required a total of 14 units. There were 12 core units and 2 units had to be selected as electives. The core units were:

Learning environment

• TAAENV401B Work effectively in vocational education and training
• TAAENV402B Foster and promote an inclusive learning culture
• TAAENV403B Ensure a healthy and safe learning environment

Design

• TAADES401B Use Training Packages to meet client needs
• TAADES402B Design and develop learning programs

Delivery

• TAADEL401B Plan and organise group-based delivery
• TAADEL404B Facilitate work-based learning
• TAADEL403B Facilitate individual learning

Assessment

• TAAASS401C Plan and organise assessment
• TAAASS402C Assess competence
• TAAASS403B Develop assessment tools
• TAAASS404B Participate in assessment validation

The listed elective units included:

• TAADEL301C Provide training through instruction and demonstration of work skills
• TAADEL402B Facilitate group-based learning
• TAADEL405B Coordinate and facilitate distance-based learning
• TAAENV404B Develop innovative ideas at work
• TAATAS401B Maintain information requirements of training and/or assessment organisations
• TAALLN401B Address language, literacy and numeracy issues within learning and assessment practice

How did we go from 8 units to 14 units?

The following table compares the BSZ40198 and TAA40104 qualifications.

The total total number of units had been increased because:

• 3 generic units were added
• a unit about using training packages was added
• a unit about delivering work-based learning was added.

TAE40110

The TAA40104 qualification was replaced by the TAE40110 Certificate IV in Training and Assessment (released in 2010). The TAE40110 qualification required a total of 10 units. There were 7 core units and 3 units had to be selected as electives. The core units were:

Design

• TAEDES402A Use training packages and accredited courses to meet client needs
• TAEDES401A Design and develop learning programs

Delivery

• TAEDEL401A Plan, organise and deliver group-based learning
• TAEDEL402A Plan, organise and facilitate learning in the workplace

Assessment

• TAEASS401B Plan assessment activities and processes
• TAEASS402B Assess competence
• TAEASS403B Participate in assessment validation

How did we go from 14 units to 10 units?

The following table compares the TAA40104 and TAE40110 qualifications.

The total total number of units had been increased because:

• The three generic units were integrated within other units
• Merging two units into one (twice).

TAE40116

The TAE40110 qualification was replaced by the TAE40116 Certificate IV in Training and Assessment (released in 2016). The TAE40116 qualification required a total of 10 units. There were 9 core units and 1 unit had to be selected as an elective. The core units were:

Design

• TAEDES402 Use training packages and accredited courses to meet client needs
• TAEDES401 Design and develop learning programs

Delivery

• TAEDEL401 Plan, organise and deliver group-based learning
• TAEDEL402 Plan, organise and facilitate learning in the workplace

Assessment

• TAEASS401 Plan assessment activities and processes
• TAEASS502 Design and develop assessment tools
• TAEASS402 Assess competence
• TAEASS403 Participate in assessment validation

Language, literacy and numeracy

• TAELLN411 Address adult language, literacy and numeracy skills

Why did the number of core units change?

The following table compares the TAE40110 and TAE40116 qualifications.

It had become common for trainers and assessors to have learners with low LLN skills. Therefore, the LLN unit became core.

ASQA had evidence that the quality of assessment was extremely poor and it believed that poorly skilled assessors was a significant contributing factor. It forced the re-classification of the TAEASS502 unit to become a core unit again, as it was in the TAA40104 qualification. (I actually think the inclusion of the TAEASS502 unit as a core was a good idea but there are many people who would disagree.)

Although the number of core units changed, the total number of units required remained the same.

In conclusion

The following graph shows how the qualification packaging rules have changed over time.

The VET sector is highly regulated. This leads to a greater number of core units. Also, the occupation or work function of a trainer and assessor working in VET has a defined set of tasks to be performed within much variation:

• Trainers need to plan, organise and deliver group based learning
• Assessors need to plan, organise and conduct assessment
• Trainers and assessors working for an RTO are asked to participate at assessment validation meetings
• Trainer and assessors working for an RTO are asked to develop simple training and assessment resources
• Trainers and assessors need to know how to address LLN skills
• Trainers and assessors need to know how training packages and accredited courses are used as the foundations for delivering competency-based training and assessment services.

Technology may have changed since 1998 but the fundamental competencies remain. It is my view that technology should be treated as a foundation skill or current units of competency can be contextualised for the application of various technologies.

What will replace the TAE40116 qualification?

The design of a qualification or qualifications to replace the TAE40116 Certificate IV in Training and Assessment is underway.

• Is 14 the right number of units?
• If there is going to be 14 units, how many units will be core and how many units will be electives?
• What will the core units be? And what will be the available elective units?

Is 14 the right number of units?

The number 14 has been based on an average. Here are some more numbers based on averages. For the past quarter of a century, there has been four successive qualifications for trainers and assessors to learn to delivery training and conduct assessments. On average, there has been 10.5 total number of units for these qualifications.

The average number of elective units has been 1.5 for these qualifications.

Based on the logic of averages, a replacement for the TAE40116 qualification should have a total of 10 or 11 units with 1 or 2 elective units.

This article has taken a historical view. Some people may not like looking at history. These people may prefer to look forward, and into the future. And that is exactly what I shall do in my next article about what will replace the TAE40116 qualification.

Are you needing to develop an assessment instrument to gather knowledge evidence? The following is a 5-step process that can be used:

• Step 1. Identify the knowledge evidence to be gathered
• Step 2. Write questions to gather the knowledge evidence
• Step 3. Write sample answers for each question
• Step 4. Write instructions for your assessment instrument
• Step 5. Trial the assessment instrument before implementing

Here is an example demonstrating how to use these five steps. The BSBPEF202 Plan and apply time management unit of competency has been used for the purposes of this example.

Step 1. Identify the knowledge evidence to be gathered

The knowledge evidence to be gathering is easy to identify. It is specified under the Knowledge Evidence heading in the Assessment Requirements for the unit of competency.

The required knowledge evidence specified for the BSBPEF202 Plan and apply time management unit of competency are:

• time management techniques and strategies
• features of a time management plan
• organisational standards, policies and procedures relevant to own work role
• relationship between own work goals and plans and organisation’s goals and plans
• factors affecting work progress and performance improvement techniques.

Step 2. Write questions to gather the knowledge evidence

I recommend writing at least one question for each item of knowledge evidence. As a starting point for the BSBPEF202 Plan and apply time management unit of competency, plan to write at least five questions because there are five bullet points.

Questions are not the evidence. It is the answers are the evidence. A person can write their answers or give their answers verbally. The following table shows two approaches that can be used to get answers.

The above example shows how two questions have been used to gather knowledge for the fifth bullet point for the BSBPEF202 Plan and apply time management unit of competency.

Sometimes, one question is insufficient to gather the range or depth of knowledge required. This is often the case with knowledge evidence relating to workplace health and safety. Often, there may be sub-bullet points and each sub-bullet point requires a different question to gather the required knowledge.

Step 3. Write sample answers for each question

An RTO may have templates to be used when you develop assessment instruments. These templates may have been designed for providing sample answers for each questions. These answers may be in a ‘marking guide’ or an ‘assessment guide’.

You will need to write sample answers for each question being used to gather the knowledge evidence. This is important to help the RTO to comply with the ‘reliability’ principle of assessment.

Searching for the answers

• Is a learning resource being used?
• Is there a particular reference being used?
• What to do if you don’t know the answers to the questions?

Is a learning resource being used?

An RTO may have decided to purchase a learning resource or develop their own learning resource. Align your assessment instrument to the content covered by the learning resource to avoid confusing your learners being assessed.

Is there a particular reference being used?

An RTO may have decided to use a particular reference. For example, a great reference for time management is Stephen Covey’s First Things First. A reference text may include time management techniques and strategies, features of a time management plan, etc.

Align your assessment instrument to the content covered by the reference text to avoid confusing your learners being assessed.

What to do if you don’t know the answers to the questions?

You will need to do some research if you don’t know the answers to the questions. Wikipedia can be a good way to start researching a topic.

An internet search may be required. For example, you will find that many people have published lists of time management techniques and strategies.

Sometimes, you may find it useful to search images. The following search result illustrates that a time management plan is typically a calendar with blocks of time allocate to perform tasks.

Sometimes your search of the internet will not provide the answer you are needing. There may be other useful and free resources available. For example, there is an Interpretation Manual for the BSB Business Services Training Package. The following is information that gives an interpretation for ‘time management techniques and strategies’ and ‘features of a time management plan’.

Unfortunately, the Interpretation Manual for the BSB Business Services Training Package does not provide an interpretation of everything. I wish it had given an interpretation for ‘organisational standards, policies and procedures relevant to own work role’.

Another possible document to check is the superseded unit of competency in the ‘old format’. These documents had range statements that may provide useful information. For example, the following are the range statements for BSBWOR202A Organise and complete daily work activities unit of competency (in the old format) had superseded the The required knowledge evidence specified for the BSBPEF202 Plan and apply time management unit of competency.

If the above range statement is unclear, please see the BSBWOR202A Organise and complete daily work activities unit of competency on the training.gov.au website and scroll down to Range Statement.

Sample answers

An assessment instrument for gathering knowledge evidence must have sample answers to the questions being asked. This supports an RTO’s compliance with the ‘reliability’ principle of assessment. Sample answers can be used by an assessor to judge if a candidate’s answer is satisfactory, or not.

The following is an example of sample answers for the BSBPEF202 Plan and apply time management unit of competency.

Sample answers for Question 1

In the above example, ten possible answers to the question are given although the question is only asking for three. This illustrates that a candidate’s answer may come from a wide range of possible answers. Therefore, an assessor needs to be given the range of possible answers. And sometimes, an answer may be given by the candidate that is not listed but are still acceptable. The assessor must exercise their fairness and flexibility in those situations.

Sample answers for Question 2

Sample answers for Question 3

Researching and writing answers to questions can be time consuming. I have not provided example answers for the following questions:

Question 4. Why it is important to have alignment between your own work goals and plans and organisation’s goals and plans? What are three (3) things you can do ensure that there is alignment?

Question 5. What are three (3) factors that affect work progress? Please briefly describe each factor.

Question 6. What are three (3) performance improvement techniques? Please briefly describe each technique.

Step 4. Write instructions for your assessment instrument

When developing an assessment instrument to gather knowledge evidence, you will need to:

• Write questions
• Write sample answers
• Write instructions.

You must write instructions for the assessor and the candidate so that they know what needs to be done, and what is the expected standards for a satisfactory result.

Your RTO may have templates for you to use when developing assessment instruments.

Step 5. Trial the assessment instrument before implementing

Ask one or two of your work colleagues to help you trial the assessment instrument. Use this opportunity to identity what does not work so that these things can be fixed before the assessment instrument is implemented.

Do you need help with your TAE studies?

Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?

Do you want more information? Ring Alan Maguire on 0493 065 396 to discuss.

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